Challenges in the Transition from School to Career in ... · represented school types: 7 regional schools, 3 special schools, 1 grammar school and 1 school centre with a regional

Dr. Claudia Kalisch & Susann Krugmann, University of Rostock

Challenges in the Transition from School to Career in Germany:

Teachers as Career Choice Mentors?

VETNET – Crossing Boundaries in Vocational Education and Training: Pedagogical concerns and market demands (Valéncia, Spain)

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Where We Come From …

UNIVERSITY OF ROSTOCK | Claudia Kalisch & Susann Krugmann

Mecklenburg-Western Pomerania

Rostock

Germany

sour

ce: U

niver

sity o

fRos

tock

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… and What We Want To Talk About

Challenges in the Transition from School to Career in Germany: Teachers as Career Choice

Mentors?

Overview: “Vocational Orientation“ in General-Education Schools in Germany

1

Rostock

Germany

2 The Perspective of Teachers: Their Beliefsabout “Vocational Orientation“ & theirChallenges

3 Conclusion and Outlook


Long-term process in which the individual balances his or her personal interests, aptitudes, talents, values and plans for life against the requirements and demands of the world of work (Bußhoff 1992; Butz 2008; Wensierski et. al 2015).

Career Choice & “Vocational Orientation“

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sour

ce: B

erlin

er ve

rtiefte

Ber

ufsor

ientie

rung Pedagogical actions which should help the

individual to manage his or her own career choice in a self-determined and competent way designing one's own life planning and career

biography preparation for (working) life (Wöppel 1992; Butz 2008; Famulla 2008)


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5

The School System of Mecklenburg-Western Pomerania

Primary School

Gram

mars

choo

l

Seco

ndar

ysch

ool

Comp

rehen

sives

choo

l

Spec

ial sc

hool

4321

9

8

7

6

5

13121110

Grade

Prim

ary

Sec I

Sec I

I

Orientation Level

KMK 2017: „Vocationalorientation“ as an important part of the curriculum in every secondary school


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Cooperation project of the University of Rostock with 12 schools Main goal: development of an cross-grade, modular

procedure for potential analysis and -development

Project: “Encouraging Self-Exploration and Individual Decision-Making among Pupils” (SELFIE, 2017-2019)

6UNIVERSITY OF ROSTOCK | Claudia Kalisch & Susann Krugmann

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SELFIE I

SELFIE II

Care

ersa

dvice

passSELFIE III

Internship

Factory tour, open day etc.

VO modules of the Federal Employment Agency

VO in normal lessons

VO activities outside of class

SELFIE hours

SELFIE days

Explanation

grade 7

grade 8

grade 9

Elements of “vocational orientation” at school1

Cooperation project of the University of Rostock with 12 schools Main goal: development of an cross-grade, modular

procedure for potential analysis and -development

Project: “Encouraging Self-Exploration and Individual Decision-Making among Pupils” (SELFIE, 2017-2019)

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Accompanying research on the practice in the schools: Document analysis (cf. Kuckartz 2016) Qualitative, guided expert interviews with teachers (Gläser & Laudel

2010; Helfferich 2014, pp. 557-594)


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Research Questions

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What experiences do teachers draw on in their “vocational orientation” (VO) work at school?a. backgrounds of experience and knowledge of

teachers b. objectives VO c. challenges and limits

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Selected Results - Interview Survey

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a) What are the backgrounds of experience and knowledge on which teachers base the design of VO at their school?

Their own professional experience | other pre-school professional activities | own choice of studies and career | teacher internship

Main reference: current activity at the school

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“I once learned a profession, really practical [...]. I also know my way around many other companies. [...] I imagine that I can also give all kinds of information about many companies and activities.“ (I-K-1)

“[…] everything that´s within the school, that is in the classroom above all, I have a very good insight into vocational orientation.“ (I-G-1)

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b) What objectives should school-based “vocational orientation” pursue?

to motivate pupils to deal with their own career choices to foster the pupils’ development of personality and to

strengthen their concept of self to enable pupils to make informed and realistic career

choices, including plan B and plan C to lead the pupils to a successful school-leaving certificate

and to prepare the transition to the next stage of life

2 Selected Results - Interview Survey


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c) What challenges and limits do teachers see in the design and implementation of “vocational orientation”?

Uncertainty: What do teachers need to know and be able to do?"Some professions are disappearing, they don't exist anymore. Others are new, where I thought: "This is an apprenticeship occupation?” (I-E-1)Cooperation with parents? Students who need to support their parents Parents who relieve their children of their responsibility Parents who exemplify that employment is not necessary

Time is short! What is more important – subject teaching or “vocational orientation”?"Well, the decision to sacrifice subject teaching has been made anyway [...]" (I-F-1)

2 Selected Results - Interview Survey


Teachers’ beliefs about the design of school-based vocational orientation are based on personal experience (current activity, previous professional experience), not on scientifically grounded knowledge

Beliefs differ in complexity and depth

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3 Conclusion and Outlook: Teachers as Career Choice Mentors?


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3

‘Holistic' understanding of the tasks of school-based vocational orientation Strong commitment

Dilemma & Dualism: subject teaching or “vocational orientation”? Unclear distribution of roles and tasks Uncertainty, powerlessness, resignation Uncertainty higher among those who

have less experience

Conclusion and Outlook: Teachers as Career Choice Mentors?


Support for teachers necessary: guidelines and materials for a cross-grade and cross-curricular

curriculum for life and career planning ensure necessary conditions in place, in particular by relieving

teachers responsible (crediting hours) clarify the roles and missions of the various actors and ensure

cooperation (teachers, vocational counsellors, school social workers) intensify training and further education.

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3 Conclusion and outlook: Teachers as Career Choice Mentors?


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Susann KrugmannInstitute for Vocational EducationPhilosophische FakultätUniversität RostockAugust-Bebel-Str. 28 18055 Rostock, Germany

Fon: +49 (0) 381 498-2641E-Mail: [email protected]: www.ibp.uni-rostock.de

Thank You Very Much For Your Attention!

Do You Have Any Questions?

Dr. Claudia KalischInstitute for Vocational EducationPhilosophische FakultätUniversität RostockAugust-Bebel-Str. 28 18055 Rostock, Germany

Fon: +49 (0) 381 498-3591E-Mail: [email protected]: www.ibp.uni-rostock.de


1. How is “vocational orientation” implemented in your countries?2. Which actors are responsible for “vocational orientation” in your

countries? What challenges do these actors face?3. Which tasks do teachers take on? 4. Is it self-evident for teachers that they are also available as contact

persons for life questions and career plans?

Possible questions for discussion


Bußhoff, L. (1992). Berufswahl: Theorien und ihre Bedeutung für die Praxis der Berufsberatung. 2. Aufl. Stuttgart: Kohlhammer.

Butz, B. (2008). Grundlegende Qualitätsmerkmale einer ganzheitlichen Berufsorientierung. In: Famulla, G.-E. et al. (Hrsg.), Berufsorientierung als Prozess. Persönlichkeit fördern, Schule entwickeln, Übergang sichern. Ergebnisse aus dem Programm "Schule - Wirtschaft/Arbeitsleben" Hohengehren, 42-62.

Dann, H.-D. (1989). Subjektive Theorien als Basis erfolgreichen Handelns von Lehrkräften. Beiträge zur Lehrerinnen – Lehrerbildung, S. 247-254.

Famulla, G.-E. (2008). Berufsorientierung im Strukturwandel von Arbeitsmarkt und Beruf. In G.-E. Famulla, B. Butz, S. Deeken, U. Michaelis, V. Möhle & B. Schäfer (Hrsg.). Berufsorientierung als Prozess – Persönlichkeit fördern, Schule entwickeln, Übergänge sichern (S. 26 -42). Hohengehren: Schneider Verlag.

Gläser, J. & Laudel, G. (2010). Experteninterviews und qualitative Inhaltsanalyse. Wiesbaden: VS Verlag.

Groeben, N., Wahl, D., Schlee J. & Scheele, B. (1988). Das Forschungsprogramm Subjektive Theorien. Eine Einführung in die Psychologie des reflexiven Subjekts. Tübingen: Francke.

Helfferich, C. (2014). Leitfaden und Experteninterviews. In N. Baur & J. Blasius (eds.). Handbuch Methoden der empirischen Sozialforschung (pp. 559-574). Wiesbaden: Springer VS.

Literature I


Kuckartz, U. (2016). Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung. Weinheim: Beltz Juventa.

Wensierski, H.-J., Schützler, C. & Schütt, S. (2005). Berufsorientierende Jugendbildung. Grundlagen, empirische Befunde, Konzepte. – Weinheim: Juventa-Verlag.

Wöppel, J. (1992). Berufsorientierung durch die Schule (Sekundarstufe I). In Bundesanstalt für Arbeit (Hrsg.). Handbuch zur Berufsvorbereitung (S. 16-36). Mannheim: Medialog.

Ziegler, B. (2006): „Subjektive Theorien“ und didaktisches Handeln – Forschungsaktivitäten und Befunde zu Lehrpersonen in der beruflichen Bildung. Zeitschrift für Berufs- und Wirtschaftspädagogik, 102 (4), 525-551.

Literature II


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practice of school-based vocational orientation at

model schools

beliefs of teachers for the design of vocational

orientation

evaluation: SELFIE Concept, SELFIE Tasks, SELFIE

Development

competence development for pupils

Focal Points of the Accompanying Research

Survey Methods

guideline-based expert interviews

document analysis

guideline-based expert interviews

Results (Selection)

guideline-based expert interviews questionnaire workshop with school principals

group discussion questionnaire

communicatively validated school portraits

statements on complexity and content of subjective theories

notes on the further development of the concept and tasks

statements on the impact of the SELFIE impacts

Reco

mmen

datio

ns fo

r the

furth

er d

evelo

pmen

t and

imple

menta

tion

of SE

LFIE

in

scho

ols in

Mec

klenb

urg-

Wes

tern

Pome

rania

SCIENTIFIC ACCOMPANYING RESEARCH SELFIE: 2017-2019



qualitative, guided expert interviews(Helfferich 2014, pp. 557-594; Gläser & Laudel 2010)

OVERVIEW INTERVIEW SURVEY I (2017)

survey method

respondents 12 interviews with actors from 12 model schools represented school types: 7 regional schools, 3 special schools, 1 grammar school and 1 school

centre with a regional school and grammar school Actors: 12 teachers, 6 members of (deputy) school management, 3 socio-educational specialists

time of survey July 2017

analysis methodcategory-based content analysis(Gläser & Laudel 2010, p. 197 ff.; Kuckartz 2016, p. 63 ff.)

data processing complete transcription of audio recordings (medium accuracy)(Dresing & Pehl 2015, p. 17 ff.; Fuchs-Heinritz 2009, p. 285 ff.); coding with the help of MAXQDA (Kuckartz 2010)

Documents

Challenges in the Transition from School to Career in ... · represented school types: 7 regional schools, 3 special schools, 1 grammar school and 1 school centre with a regional